Co-Creation in Sustainable Entrepreneurship Education: Lessons from Business–University Educational Partnerships

Okuogume, Anthony; Toledano, Nuria

doi:10.3390/su16062272

Cited by 3 publications

(1 citation statement)

References 61 publications

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“…The studies reviewed emphasize how generative AI tools, such as advanced language models, present novel opportunities to revolutionize teaching and learning methodologies [4]. Regarding collaboration, researchers highlight how these tools facilitate student communication by providing interactive platforms that foster the co-creation of knowledge [31].…”

Section: Introductionmentioning

confidence: 99%

Collaborative Working and Critical Thinking: Adoption of Generative Artificial Intelligence Tools in Higher Education

Ruiz-Rojas,

Salvador-Ullauri,

Acosta-Vargas

2024

Sustainability

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This study explores the impact of generative artificial intelligence tools on critical thinking and collaboration among university students, highlighting the importance of investigating these technologies due to their increasing integration into higher education and their potential to transform traditional pedagogical practices. A predominantly female sample was surveyed to assess their familiarity with and experience and perceptions of these tools. A total of 87% of the respondents had prior knowledge of generative AI tools, with 38% using them occasionally. Among the most popular tools are Canva 2024 (33%), Chat PDF (26%), and YOU.COM (24%). Additionally, 64% of the respondents believe that these tools significantly improve their critical thinking ability. Despite their high familiarity with and occasional use of these tools, the need for continuous training and technical support was identified. While generative AI tools show promising potential for enhancing collaboration and critical thinking in higher education, previous research has limitations, such as the lack of longitudinal data and the inadequacy in addressing ethical considerations and potential biases. More comprehensive research is needed to understand their long-term impact better and maximize their potential benefits.

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Section: Introductionmentioning

confidence: 99%

Collaborative Working and Critical Thinking: Adoption of Generative Artificial Intelligence Tools in Higher Education

Ruiz-Rojas,

Salvador-Ullauri,

Acosta-Vargas

2024

Sustainability

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Reimagining the future through the co-creation of social entrepreneurship in higher education: a multivariate prediction model approach

Ramírez-Montoya,

Casillas-Muñoz,

Tariq

et al. 2024

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PurposeThis remastered analysis focuses on the impact of entrepreneurial interventions in higher education institutions (HEI), particularly in social entrepreneurship. The study evaluated the effectiveness of such interventions through a pre-and post-test approach, examining various skill sets in students. The primary goal was to analyze the influence of entrepreneurial training programs on students' competencies in social entrepreneurship by analyzing changes in personal behavior, leadership, innovation, social value and management skills before and after the educational interventions.Design/methodology/approachThe study employed a quasi-experimental design, analyzing pre-and post-test results in three distinct social entrepreneurship training experiences. The sample consisted of 304 participants, providing a comprehensive view of the impact of these interventions.FindingsThe main findings were: (1) Educational interventions in social entrepreneurship must emphasize strategies for self-awareness, emotional intelligence and personal development improvement. The analysis revealed significant improvements in these areas, indicating that targeted strategies in these domains are essential for enhancing the effectiveness of social entrepreneurship education. (2) The impact of educational interventions on these capabilities can be effectively evaluated using machine learning methods such as ordinary least squares (OLS) regression. This approach allows for the inclusion of variables such as gender, age or location, providing a comprehensive assessment of the interventions' impact. (3) The interventions were particularly effective in improving students' innovation and leadership competencies. The analysis demonstrated substantial enhancements in these areas, underscoring the success of the interventions in developing these critical skills. (4) The study highlighted the need for a more focused approach in future interventions, emphasizing the importance of management, social value and personal skills. Additionally, it pointed out the necessity of developing and utilizing appropriate tools to create and evaluate these interventions effectively.Practical implicationsThe study provides insights into improving educational interventions in social entrepreneurship to better develop essential skills in students.Originality/valueThis research introduces a significant approach to educational interventions for educational communities and decision-makers by demonstrating the effectiveness of entrepreneurial training for competencies in innovation and leadership, which are crucial for societal and economic development.

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Integrating Playful Learning to Enhance Education for Sustainability: Case Study of a Business School in Slovenia

Bradač Hojnik

2024

Sustainability

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Business schools play a pivotal role in training future leaders equipped to tackle complex challenges in sustainable development. This study investigates the effects of integrating playful learning methodologies into sustainable entrepreneurship education, aligning with the goals of education for sustainable development and Sustainable Development Goals. The research involved a quantitative approach, utilizing pre- and post-intervention surveys targeting 50 business school students to assess changes in their knowledge of sustainable entrepreneurship, entrepreneurial skills, and engagement levels. Results from descriptive statistics and paired t-tests revealed significant enhancements; knowledge scores increased from an average of 3.01 to 3.70 (t(49) = −23.04, p < 0.001), skills scores from 3.19 to 3.90 (t(49) = −20.88, p < 0.001), and engagement scores from 3.40 to 4.00 (t(49) = −16.28, p < 0.001), indicating statistically significant improvements across all measured domains. These findings suggest that playful learning methodologies can profoundly enrich the educational experience, making it more dynamic and impactful. The study underscores the potential of such pedagogical strategies in fostering a comprehensive understanding of sustainability and cultivating essential competencies among future business leaders. This research has significant implications for curriculum design, advocating for the inclusion of interactive and experiential learning methods to improve educational outcomes and better prepare students for the complex challenges of sustainable development.

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Co-Creation in Sustainable Entrepreneurship Education: Lessons from Business–University Educational Partnerships

Cited by 3 publications

References 61 publications

Collaborative Working and Critical Thinking: Adoption of Generative Artificial Intelligence Tools in Higher Education

Collaborative Working and Critical Thinking: Adoption of Generative Artificial Intelligence Tools in Higher Education

Reimagining the future through the co-creation of social entrepreneurship in higher education: a multivariate prediction model approach

Integrating Playful Learning to Enhance Education for Sustainability: Case Study of a Business School in Slovenia

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